THE CORRELATION BETWEEN STUDENTS’ EXTRAVERT

AND INTROVERT PERSONALITY TOWARDS SPEAKING

MASTERY AT THE TENTH GRADE STUDENTS

OF SMAN 1 TENGARAN IN THE ACADEMIC YEAR

OF 2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd)in

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) of Salatiga

Arranged by:

AFIF NUR FIQQI. AB

113-13-079

ENGLISH EDUCATION DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF

SALATIGA

2017

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iv

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MOTTO

“Life is like a riding a bicycle. To keep your balance, you

must keep moving”

(Albert Einstein)

When you’ve been fighting for it all your life

You’ve been struggling to make things right

That’s how superheroes learn to fly

Every day, every hour

Turn the pain into power

(The Script –“Superheroes”)

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DEDICATION

This graduating paper is dedicated to:

1. My beloved mom Murni and my Father Muh. Bisri, thank you for your

praying, guidance, love and kindness. You are the best parents and

your smiles and your spirit give me power to always stand up and

fighting to reach success. You’re my everything.

2. My lovely brother and sister, Shifi Fitria N.W., Erni Dina M.M. and

M. Abdul Latif. Thank you for your caring and kindness.

3. All of my family and neighbor, thank you for always have been

supporting me.

4. All my beloved friends in Salatiga, especially Kurawa’s group: Amber,

Kingking, Ayu, Mini, Ricky, Bagus, Lia and Wasil. Thank you for

your friendship, kindness, cheering and support.

5. All my beloved friends in Campus, namely Joko, Samsul, Afif, Sunna,

Novita, Abdillah, and Devye. All of my friends in English Education

Department ’13, Class A until E. Especially in Class C, whose names

cannot be mentioned one by one, thank you for being my friends in

happiness, sadness and giving sweet moment.

6. All my beloved friends in my beautiful city, Sampit. There are Sisy,

Ade, Hamdan, Sidik, Ikhsan, Heri, Faizal, Rizki and many others that I

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can not mention one by one. Thank you for had been accompanying

me to grown into a good person.

7. My Lovely KKN, Posko 31 Karang Pakel, Kec. Klego, Kab. Boyolali

2017.

8. My Lovely PPL SMAN 1 Salatiga 2016

9. The big family of SMAN 1 Tengaran

10. All my friends anywhere you are. Thank you for your support and

togetherness.

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ACKNOWLEDGEMETS

Bissmillahirrahmanirrahim,

In the name of Allah, the most gracious and merciful, the king of univers

and space. Thank you to Allah, because the writer can complete this graduating

paper as one of requirements to finish the study in English Department of State

Institute for Islamic Studies of Salatiga.

This graduating paper would not have been completed without support,

guidance and help from individual and institution. Therefore, I would like to

express special thank you:

1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for

Islamic Studies (IAIN) of Salatiga.

2. Mr. Suwardi, M. Pd. as the Dean of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

3. Mrs. Noor Malihah, Ph.D. as the Head of English Education Department

of State Institute for Islamic Studies (IAIN) of Salatiga.

4. Mrs. Setia Rini, M. Pd. as a counselor of this graduating paper. Thank you

for all your support, advise, suggestion, and recommendation for this

graduating paper from beginning until the end. Thanks for your patience

and guidance.

5. All lecturers in English Education Department who have given much

knowledge, the writer deeply thanks to you all.

6. My beloved family, thank you for your spirit and patient.

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7. All staffs, who had helped the writer in processing of graduating paper

administration.

8. All my friends in Salatiga and English Education Department. Thank you

for your friendship and kindness.

9. All my friends in beautiful city, Sampit. Thank you for your friendship and

kindness.

10. All the students that became participants in this study.Thank you for

MrBejo Marsana, S. Pd. and Yuli Haryanti, S.Pd. as the consultant and

English teacher in SMAN 1 Tengaran.

11. Those who cannot be mentioned one by one.

Eventually, the graduating paper is expected to be able to provide useful

knowledge and information to the readers. The writer is pleased to accept more

suggestions and contributions for the improvement of this graduating paper.

Afif Nur Fiqqi. AB

NIM. 113-13-079

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TABLE OF CONTENTS

TITLE i

DECLARATION ii

ATTENTIVE COUNSELOR NOTES iii

STATEMENT OF CERTIFICATION iv

MOTTO v

DEDICATION vi

ACKNOWLEDGEMENT viii

TABLE OF CONTENT x

LIST OF TABLE AND FIGURE xii

ABSTRACT xiii

CHAPTER I INTRODUCTION 1

A. Background of The Study 1

B. Problems of The Study 3

C. Objectives of The Study 3

D. Significances of The Study 4

E. Limitations of The Study 5

F. Definition of The Key Words 6

G. Organization of The Graduating Paper 7

CHAPTER II THEORETICAL FRAMEWORKS 8

A. Review of Previous Studies 8

B. Theoretical Review 9

1. General Concept of Personality 9

2. Extraversion and Introversion 10

3. General Concept of Speaking 12

a. Definition of Speaking 12

b. Basic Types of Speaking 13

c. Aspects of Speaking 15

CHAPTER III RESEARCH METHODOLOGY 17

A. Research Design 17

B. Setting of the Research 17

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C. Schedule of the Research 18

D. Subject of the Research 20

E. Technique of Collecting Data 24

F. Research Instruments 26

G. Technique of Validating the Data 34

H. Technique of the Data Analysis 35

CHAPTER IV DATA ANALYSIS 36

A. Hypothesis 36

B. Validity and Reliability Test 36

1. Extravert Personality Questionnaire Items 36

2. Introvert Personality Questionnaire Items 38

3. Speaking Test Items 39

C. Data Description of Research Findings 40

1. Data of Students’ Extravert Personality Score 40

2. Data of Students’ Introvert Personality Score 43

3. The Total of Extravert and Introvert Students 45

4. Data of Students’ Speaking Score 48

5. Correlation Analysis 52

CHAPTER V CLOSURE 55

A. Conclusion 55

B. Suggestion 56

REFERENCES

APPENDIXES

xii

LIST OF TABLE AND FIGURE

Figure 2.1 Extraversion and Introversion 13

Table 3.1 Schedule of the Research 19

Table 3.2 The List of Samples of the Research 23

Table 3.3 Extravert Personality Questionnaire 27

Table 3.4 Introvert Personality Questionnaire 29

Table 3.5 Speaking Score Rubric from the First Test 31

Table 3.6 Speaking Score Rubric from the Second Test 34

Table 4.1 Validity Test of Extravert Personality Questionnaire 38

Table 4.2 Reliability Test of Extravert Personality Questionnaire 39

Table 4.3 Validity Test of Introvert Personality Questionnaire 39

Table 4.4 Reliability Test of Introvert Personality Questionnaire 40

Table 4.5 Validity Test of Speaking Test Items 40

Table 4.6 Reliability Test of Speaking Test Items 40

Table 4.7 Descriptive Statistics of Students’ Extravert Personality 42

Table 4.8 Students’ Extravert Personality Qualification 42

Table 4.9 Descriptive Statistics of Students’ Introvert Personality 42

Table 4.10 Students’ Introvert Personality Qualification 42

Table 4.11 Students’ Personality 47

Table 4.12 Speaking Score from all of the Samples 49

Table 4.13 Descriptive Statistics of Students’ Speaking Score 51

Table 4.14 Students’ Speaking Mastery Qualifications 52

Table 4.15 Correlations Analysis Result 54

Table 4.16 Level of Significance 54

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ABSTRACT

Bisri, A.N.F.A 2017. The Correlation between Students’ Extravert and Introvert

Personality Towards Speaking Skills Mastery at the Tenth Grade Students

of SMAN 1 Tengaran in the Academic Year of 2017/2018. A Graduating

Paper. English Education Departement Teacher Training and Education

Faculty, State Institute for Islamic Studies (IAIN) of Salatiga. Counselor:

Setia Rini, M.Pd.

Personality is considered to be a pattern of unique characteristics that give

a person’s behavior a kind of consistency and individuality. In recent years, a

more nuanced perspective on the relationship between extravert and introvert

personality towards second language learning has emerged. Some studies revealed

a positive relationship among them. This trend had been observed in SMAN 1

Tengaran. This research, tends to shed light on the relationship between students’

extravert and introvert personality towards speaking skills mastery. As

quantitative research, the data collection method used by the researcher was

questionnaire and test. Documentation was used to get additional information. The

samples were 56 first grade students from four science classes in SMAN 1

Tengaran in the academic year of 2017/2018. The writer gave The Myers Briggs

Type Indicator (MBTI) Questionnaire which based on Carl Jung’s theory of

personality to distinguish the students’ personality. The data analyzed by using

SPSS 16 windows program. The data result showed that there was a significant

correlation among the variables. There was a significant correlation between

students’ extravert personality towards speaking skills mastery. It can be

categorized that there was moderate correlation between extravert personality and

students’ speaking skills mastery. It can be described at the level of significance

1% (0.01), which is 0.589. It is proved by r-calculation which was higher than r-

table, which is 0.2568. Conversely, speaking score calculation from introvert

students is -.492, which shown there was no significant correlation between

introvert personality and students’ speaking skills mastery. However, students

extravert personality and introvert personality shown that there was no significant

correlation between them, with correlation score of -0.940.

Key Words: Extravert Personality, Introvert Personality, Speaking Mastery

CHAPTER I

INTRODUCTION

A. Background of The Study

English speaking skill becomes the most important skill in the era of

globalization. In education, speaking also becomes the important skill that

should be mastered by students. Speaking is the activity of giving speeches and

talks. As the tool of communication, English speaking skill becomes an

important component for the students since it makes their social intercourse

becomes wider. It means learning English is not only learning about the theory,

but also learning how to practice it in a real communication. So it cannot be

denied that in the competitive era of globalization, the ability to speak in English

is very important. Wardaugh (1977:3) state the language is a system of arbitrary

vocal symbol used for human communication. English is considered as an

international language because it is a language used widely by people all over

the world. In other words, speaking skill is important to be mastered by students.

However, English is not the students’ first language in Indonesia and

English has difference in the way it written with the way it pronounces. Thus, it

is not easy to be mastered, particularly speaking skill. In speaking, student needs

more effort not only how to arrange the words, but also how to pronounce them

well. Thus, students need more practice to speak English fluently.

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According to Davies & Elder (2004:525), there are some factors that

influence individual differences in second language learning. One of them is

personality. Carl Jung considered personality is “the supreme realization of the

innate idiosyncrasy of a living being” (Kour & Sharma (2013:1668-1669).

According to Sharp (1987:12), Jung's model is “concerned with the movement

of psychic energy and the way in which one habitually or preferentially orients

oneself in the world.” From this point of view, Jung differentiates two

personality attitudes, extraversion and introversion. According to Brown

(2000:154) extraversion and introversion is one of many factors in human

behavior and related to second language acquisition.

In recent years, a more nuanced perspective on the relationship between

extraversion and second language learning has emerged. Some studies reveal a

positive relation between degree of extraversion and speaking skill. For

example, Nadzif (2015) concluded in his research that extraversion correlated

with speaking. He stated that extravert tends to be better than introverts on

several things, especially things that require divided attention or resistance to

interference. For example, extravert is not easily disturbed by the music

compared to an introvert that easily loses its concentration. Extravert also has

advantages in processing verbal information so that they have good capability in

communicating and speaking. In addition, Sharp (2008:18) stated that Extravert

students learn foreign languages better because of their willingness to interact

with others and because of their reduced.

3

English teachers in SMAN 1 Tengaran stated that there are differences in

speaking mastery among the students. Students who are good in speaking

usually have characteristics of extravert, such as outgoing, honest, easily

adapting to the environment, quickly establishing attachment with others, often

not hesitant in anything, and having high self-esteem (Sharp, 1987:13). In

contrast, characteristics of introvert are usually possessed by students who have

poor speaking mastery. They tend to be quieter and less outspoken in front of

many people.

Considering on those problems, the writer would like to know whether

there is correlation between students’ extravert and introvert personality towards

their speaking mastery. The writer conducted a research entitled, “THE

CORRELATION BETWEEN STUDENTS’ EXTRAVERT AND INTROVERT

PERSONALITY TOWARDS SPEAKING MASTERY AT THE TENTH

GRADE STUDENTS OF SMAN 1 TENGARAN IN THE ACADEMIC YEAR

OF 2017/2018”.

B. Problems of The Study

Based on the points presented in the background of the study, the problems

of this research are:

1. How are the profiles of extravert and introvert personality of the tenth grade

students of SMAN 1 Tengaran in the academic year of 2017/2018?

2. How are the profiles of speaking mastery of the tenth grade students of

SMAN 1 Tengaran in the academic year of 2017/2018?

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3. Is there any correlation between extravert and introvert personality towards

speaking mastery of the tenth grade students of SMAN 1 Tengaran in the

academic year of 2017/2018?

C. Objectives of the Study

The objectives of the research are:

1. To know the profile of extravert and introvert personality of the tenth grade

students of SMAN 1 Tengaran in the academic year of 2017/2018

2. To find out the profile of speaking mastery of the tenth grade students of

SMAN 1 Tengaran in the academic year of 2017/2018?

3. To find out the correlation between students’ extravert and introvert

personality towards their speaking mastery of the tenth grade students of

SMAN 1 Tengaran in the academic year of 2017/2018.

D. Significances of the Study

1. For the researcher

The writer can understand about extravert and introvert personality. It

gives the writer a clear description about the correlation between students’

extravert and introvert personality towards their speaking mastery. The writer

can know whether there are any significant correlation among those variables,

which are extravert personality, introvert personality and students’ speaking

mastery. Then, the implication of the finding research can be suggested to

related people for the sake of personality and students’ speaking mastery.

5

2. For the teachers

This research result can be used as information for the teachers about

the correlation between students’ extravert and introvert personality towards

their speaking mastery. The teacher can find good strategies to teach speaking

in English, so that all of the students can be comfortable in the classroom and

achieve good result.

3. For the students

This research can make the students understand about their personality.

The writer hopes that it can motivate students to become better in English

speaking by learning and practicing which are appropriate with their

personality.

4. For the readers

The result of this research can be a reference for the study of

personality. The reader can know the correlation between students’ extravert

and introvert personality towards their speaking mastery in English subject.

E. Limitations of the Study

In order to avoid misinterpretation of problem, the researcher would like

to limit the scope of the study. The researcher wants to know the correlation

between students’ extravert and introvert personality towards their speaking

mastery in English.The participants were the tenth grade students from four

science classes of SMAN 1 Tengaran in the academic year of 2017/2018.

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F. Definition of The Key Terms

1. Personality

The word “personality" comes from the Latin word "persona".

Persona refers to a theater mask that is often used by ancient actors and

actress to show the role of a character in a story. Carl Jung considered

personality is “the supreme realization of the innate idiosyncrasy of a

living being” (Kour & Sharma, 2013:1668-1669). From this point of

view, Jung differentiates two personality attitudes, extraversion and

introversion.

2. Extravert And Introvert

The term extravert and introvert come from the dimension in

personality, which are extraversion and introversion. Jung explained that

extraversion is the attitude distinguished by the turning outward of

psychic energy so that a person is oriented toward the objective and away

from the subjective. Extraverts are more influenced by their surroundings

than by their inner world (Feist & Feist, 2008:116).

According to Jung as stated in Feist & Feist (2008:116),

introversion is the turning inward of psychic energy with an orientation

toward the subjective. Introverts are tuned in to their inner world with all

its biases, fantasies, dreams, and individualized perceptions. In general,

the introvert is simply unconscious of his or her extraverted side, because

of an habitual orientation toward the inner world.

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3. Speaking

As stated by Chaney (1998:13) which is quoted by Kayi (2006)

“Speaking is the process of building and sharing meaning through the

use of verbal and non-verbal symbols, in a variety of contexts". In

addition, Speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information.

G. Outline of the Graduating Paper

The writer divided the graduating paper into five chapters. Chapter I is

Introduction. This chapter consists of background of the study, problems of the

study, objectives of the study, significances of the study, limitations of the study,

definition of key words and organization of graduating paper. Chapter II is

Theoritical Framework. This chapter the writer consists of previous studies and

theoritical review. The theoritical review discuss about supporting theories

which explained about theories and concepts related with this study. In

theoritical review explain about general concept of personality, extraversion and

introversion and also general concept of speaking. Chapter III is Research

Methodology. This chapter consists of research design, setting of the research,

schedule of the research, subject of the research, technique of collecting data,

research instruments and technique of the data analysis. Chapter IV is Data

Analysis. This chapter consists of hypothesis, validity and reliability test, and

also data description of research findings. Chapter V is Closure, this chapter

consists of conclusions and suggestions from this research.

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CHAPTER II

THEORETICAL FRAMEWORKS

A. Review of Previous Studies

This literature review presents relevant information which is needed to

understand and support this research. In this review, the researcher presents

some of the previously conducted studies related to this research.

The first research held by Fatma Hsain Ali Suliman (2014). Her paper

entitled “The Role of Extrovert and Introvert Personality in Second Language

Acquisition”. According to the findings of this research paper, extraversion and

introversion have a major influence on the process of acquiring a second

language. During the observation, she said that extroverts differ from introverts

in terms of the acquisition of a second language. She stated that extroverts easily

communicate in English classes. The results show the percentage of personality-

type influences on the language acquisition.

The second research was held by Muhamad Fikri Nadzif (2015). His

paper is entitled “The Correlation between Extroversion and Speaking Skill in

English Education Department Students”. In this research he studied about

extroversion score and speaking skill of English Department students. The result

showed that there is significance difference between extroversion and speaking

skill.

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The third research was conducted by Shahila Zafar, Zaved Ahmed Khan

and K. Meenakshi (2017). This research is entitled "Extraversion-Introversion

Tendencies and Their Relationship with ESL Proficiency: A Study of Chinese

Students in Vellore, India". This research investigated the relationship between

extraversion and introversion personality traits and proficiency in English as a

Second Language (ESL). Participant of this research was undergraduate Chinese

students in VIT University, India. The results of research data showed that

extroversion and introversion had a significant relationship to three basic skills

in English. The data showed that extraverts have good result in speaking and

reading skill. On the contrary, introverts tended to show better scores in listening

skill. Meanwhile, in reading ability there is no significant difference between

extravert and introvert.

B. Theoretical Review

1. General Concept of Personality

Many psychologists argue that the word "personality" comes from

the Latin word "persona". Persona refers to a theater mask that is often used

by ancient actors and actress to show the role of a character in a story. But of

course, what psychologists mean by persona is not that simple. Many experts

express different opinions about the definition of personality. Their opinions

are influenced by experience, religion (some experts), and their own

thoughts (Feist & Feist, 2008:3).

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Carl Jung considered personality is “the supreme realization of the

innate idiosyncrasy of a living being” (Kour & Sharma, 2013:1668-1669)

Jung's model is “concerned with the movement of psychic energy and the

way in which one habitually or preferentially orients oneself in the world.”

From this point of view, Jung differentiates two personality attitudes,

introversion and extraversion. The writer chose to make this theory as the

basic model to understand about concept of personality (Sharp, 1987:12)

There is no single definition acceptable to all personality theorists. But

we can conclude that the personality is a pattern and unique characteristics

that describe the behavior and habits of someone. Though maybe someone

looks to have a personality that may be seen similar to others, everyone has

unique characteristics that are distinctive from each other (Feist & Feist,

2008:3).

2. Extraversion and Introversion

According to Ahmadian and Yadgari (2011:2), studies on

extraversion dimension of personality were initially introduced by Carl Jung

(1933). Feist & Feist (2008:116) listed in their book about Jung’s opinion

about extraversion. Jung explained that, “Extraversion is the attitude

distinguished by the turning outward of psychic energy so that a person is

oriented toward the objective and away from the subjective. Extraverts are

more influenced by their surroundings than by their inner world.”

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Sharp (1987:13) concluded from Jung’s theory that extraversion

usually characterized by outgoing, honest, easily adapting to the

environment, quickly establishing attachment with others, often not hesitant

in anything, and having high self-esteem. People that have these

characteristics often called as extravert.

Extraverts enjoy activities which involve many people, such as party

events, community events, or actively in clubs or organizations. Extraverts

tend to enjoy spending time with many people and usually have little time to

be alone. They tend to be energized around other people, and they tend to be

bored when they are on their own. (Kour & Sharma, 2013:7)

Introversion is the opposite dimension of extraversion. These two

have different features and characteristics conversely. Feist & Feist

(2008:116) wrote that:

According to Jung, introversion is the turning inward of psychic

energy with an orientation toward the subjective. Introverts are tuned in

to their inner world with all its biases, fantasies, dreams, and

individualized perceptions. These people perceive the external world, of

course, but they do so selectively and with their own subjective view.

The general perception of introvert is that they tend to be quieter and

less outspoken in front of many people. They enjoy solitary activities such

as reading, writing, playing computer or fishing. An introvert tends to enjoy

a lot of time by spending it alone and a little time with lots of people, except

for interaction with family or close friends. (Kour & Sharma, 2013:7)

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Figure 2.1

Extraversion and Introversion

From the picture above can be concluded that people are not fully

extravert nor introvert. People have 2 characteristics of personality in

themselves. They may be extravert, but have some features and

characteristics of an introvert, and vice versa. It is just that everyone has a

tendency to be either extravert or introvert. However, psychologically

healthy people attain a balance and feeling equally comfortable with their

internal and their external worlds. (Feist & Feist, 2008:116-117)

3. General Concept of Speaking

a) Definition of Speaking

Speaking is a skill that is often used to interact with others. Most

people rate English skill from someone through their speaking skills.

However many people are worry to practice speaking skills for several

reasons, such as lack of motivation, lack of confidence and low ability in

English.

Extravert Introvert

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According to Chaney (1998:13) which is quoted by Kayi (2006),

"Speaking is the process of building and sharing meaning through the use

of verbal and non-verbal symbols, in various contexts." Speaking is an

interactive process to build meaning that involves the production,

reception and processing information. Speaking is an important skill that

students need to master in learning English. This is because talking is an

important factor in communicating with others.

b) Basic Types of Speaking

Brown (2004:141) made 4 basic types of speaking. They are as

follow:

1) Imitative

One type of several speaking performance is the ability to

reproduce or imitate a word, phrase, or sentence. In this type of

speaking, the most noticed thing is pronunciation.

2) Intensive

Intensive speaking is one of speaking types that often used in

speaking test performance. This type of speaking focuses on the

production of a short spoken language which is designed to show the

speaking competence associated with the grammatical, phrasal,

lexical, or phonological relationship. The speaker should understand

the semantic properties in order to be able to respond.

14

3) Responsive

Responsive speaking is a kind of speaking in the form of

interaction and test comprehension which is limited to short

conversations, simple greetings and small talk and also simple

requests and comments. Usually the stimulus used is a spoken

prompt, with only one or two questions that follow.

4) Interactive

Interactive speaking has few differences with intensive

speaking. This type of speaking has the complexity and longer

interaction, which sometimes includes multiple exchanges and / or

multiple participants. Interaction can take two forms of transactional

language, which has the purpose to exchange specific information, or

interpersonal. In the interaction can be used also daily language (non

-formal), slang, humor, and other sociolinguistics convention.

5) Extensive

Extensive speaking performance can be speeches, oral

presentations and storytelling. In this type of speaking the oral

interaction between the speaker and the tester is very limited. The

language used is usually more structured and planned because it is

usually prepared first.

15

c) Aspects of Speaking

The process of speaking is used in order to be able to speak well

and right. The speaker must be able to deliver right message and can be

understood by the others. Referring to the aspect of skill, Tarigan

(1985:42) states that speaking activity may be viewed from

appropriateness of utterance, placement of stress, appropriateness of

word choice and appropriateness of speaking target. Those main aspects

of speaking are:

1) The Utterance Ability

Utterance ability is one of the essential skills in order that the

messages can be understood and accepted. This can be achieved

when the message is clearly spoken. In addition, a person who is

called a good speaker should be able to choose and use words

through appropriate sentences, good intonation and also with clear

voice.

2) Vocabulary

Vocabulary cannot be separated with words; it could be a

message and an idea in conveying something. This idea or message

should be conveyed when speaking with the appropriate words. In

this case, the vocabulary must be mastered a lot.

16

3) Grammar

Grammar is a group of paradigm of structure generally covers

the segment of phonology, morphology, and sentence. (Keraf,

1991: 28). Keraf (1991: 30) states that the smallest unit that occurs

from sound, which distinguishing meaning is called grammar. In

speaking we must have and aware sentence structure called

grammar, so that we can communicate with others. The proper

grammar usage will make us able to convey our thoughts well and

prevent misunderstanding.

4) Content and Meaning

The comprehension consists of content and meaning. Content

and meaning are important in speaking process. So, the speaker

should plan or prepare material before expressing his/her ideas.

Dealing with this statement, Tarigan (1985: 45) states that the

content and meaning in speaking skill can be seen from mistake,

competence, clarification, and simplicity what the topic is about.

Speaking skill is reflected frequently of speaking what is used to

speak about. In the speaking process, we must be able to speak

systematically and logically in order to make the listener

understand about what we meant.

17

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The type of this research was correlation research. A correlation research

is a research which aimed to detect the correlation between one variable and

others based on the variable correlation coefficient (Suryabrata, 2009:82).

Margono (2006:9) states that correlative study is to find out the correlation

between two variables or more. In this research, the writer used 3 variables. The

first variable was extravert personality (X1), the second variable was introvert

personality (X2) and the third was speaking mastery (Y).

The first step in doing this research was by giving questionnaire to the

students in order to know about their personality, and the second step was by

giving two speaking test in order to know about students’ speaking mastery. The

purpose of this research was to find whether there is correlation between

students’ extravert and introvert personality towards speaking mastery in SMAN

1 Tengaran in the academic year of 2017/2018.

B. The Setting of the Research

This research was conducted in SMAN 1 Tengaran. SMAN 1 Tengaran

is located in the Karangduren Village, District of Tengaran, Semarang Regency.

SMAN 1 Tengaran was built in June 2nd, 1980. The establishment of SMAN 1

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Tengaran was marked by the inauguration of the school by the Minister of

Education and Culture, DR. Daoed Yoesoef. When it was first established,

SMAN 1 Tengaran received only 5 classes, because at that time the permanent

building for teaching and learning activities had not fully finished. So, for a

while the teaching and learning process held in SMAN 1 Salatiga and students

started learning activities during the day. At the time of this research, the total

teachers were 61 and 16 official staffs.

C. The Schedule of the Research

The schedule of the research was conducted in August 2017. The tester

was the writer of this research. The test was held two times for each class. In the

first week, the writer was giving questionnaire and testing some of the samples.

In the second week the writer was testing the rest of the samples from each

class.

Table 3.1

Schedule of the Research

No. Date and Time Activities Place and Time

1. July 18th 2017 Observation: Giving

the letter of research

to the official staff,

to do the research at

SMA Negeri 1

Tengaran.

Administrations’ office

(10.00 WIB)

19

2. July 25th 2017 Met the English

teachers, Mr. Bejo

Marsana, S.Pd. and

Yuli Haryanti, S.Pd.

to do consults the

research schedule

and determine the

time to do research

Teacher office of SMA

Negeri 1 Tengaran.

(10.30 WIB)

4. August 2nd 2017 Giving questionnaire

and speaking test to

the samples in

science class 1 and 2

In the class and the test

place. The time in

science class 1 was

08.30-10.00 a.m.

Science class 2 in

13.00-14.30 p.m.

5. August 3rd 2017 Giving questionnaire

and speaking test to

the samples in

science class 3

In the class and the test

place. The time was in

08.30-10.00 a.m.

6. August 4th2017 Giving questionnaire

and speaking test to

the samples in

science class 4

In the class and the test

place. The time was in

07.00-08.30 a.m.

20

8. August 9th2017 Giving test for the

rest of the samples in

science class 1 and 2

In the class and the test

place. The time in

science class 1 was

08.30-10.00 a.m.

Science class 2 in

13.00-14.30 p.m.

9. August 10th2017 Giving test for the

rest of the samples in

science class 1 and 2

In the class and the test

place. The time was in

08.30-10.00 a.m.

10. August 11th2017 Giving test for the

rest of the samplesin

science class 1 and 2

In the class and the test

place. The time was in

07.0-08.30 a.m.

D. The Subject of the Research

1. Population

According to Arikunto (2010:173), population is all members of

the research subject. The population in this research was tenth grade

students from four science classes of SMAN 1 Tengaran. The participants

were taken from science class 1 up to 4. The total of the population in this

research were 126 students.

2. Sample

According to Arikunto (2010:174), sample is a part of the

population which is investigated. According to Wijaya (2013) as stated

21

in Santoso (2016:51-52), determination of the number of samples

depends on the characteristics and number of population. If the number

of population is known clearly, the amount of samples can be determined

by using some formulas or tables. One of the most commonly used

formulas is the Slovin formula (Wijaya, 2013):

𝑛 =𝑁

1 + 𝑁𝑒2

Where:

n = sample

N = population

e = sample error (1-15%)

In this research the population was 126 students of tenth grade

students from four science classes of SMAN 1 Tengaran. The sample

was calculated with error of 10%, and then the total samples needed for

this research were:

𝑛 =126

1 + 126(0.1)2

𝑛 = 56

In this research the writer chose the participants by using systematic

sampling. Systematic sampling is a sampling technique by selecting

some elements on a particular sequence within a sampling frame

22

(Kustituanto & Badrudin, 1994:21). The students were chosen by their

attendance number. The writer chose the students with odd number, 14

students in each class. The students whose attendance number are 1, 3, 5,

7, 9, 11, 13, 15, 17, 19, 21, 23, 25 and 27 were selected as the samples of

this research. The list of the students was presented as follow:

Table 3.2

The List of Samples of the Research

No. Name Class

1 ANI X Science Class 1

2 ATS X Science Class 1

3 ASA X Science Class 1

4 BYS X Science Class 1

5 DA X Science Class 1

6 DAU X Science Class 1

7 ERA X Science Class 1

8 ENS X Science Class 1

9 FK X Science Class 1

10 HAS X Science Class 1

11 IZM X Science Class 1

12 NSS X Science Class 1

13 RAP X Science Class 1

14 SNF X Science Class 1

15 AAZ X Science Class 2

16 AAR X Science Class 2

17 AUN X Science Class 2

18 AM X Science Class 2

23

19 AAS X Science Class 2

20 BCG X Science Class 2

21 BS X Science Class 2

22 FRS X Science Class 2

23 HAP X Science Class 2

24 INA X Science Class 2

25 MSAM X Science Class 2

26 NFN X Science Class 2

27 PRC X Science Class 2

28 RAS X Science Class 2

29 AGA X Science Class 3

30 ASR X Science Class 3

31 AFAS X Science Class 3

32 AM X Science Class 3

33 ANN X Science Class 3

34 BL X Science Class 3

35 DN X Science Class 3

36 ENM X Science Class 3

37 ESA X Science Class 3

38 HDF X Science Class 3

39 IWSP X Science Class 3

40 LF X Science Class 3

41 MAY X Science Class 3

42 RNW X Science Class 3

43 AAI X Science Class 4

44 AS X Science Class 4

45 ADP X Science Class 4

46 AAS X Science Class 4

24

47 CDPW X Science Class 4

48 DSA X Science Class 4

49 HIM X Science Class 4

50 LS X Science Class 4

51 MA X Science Class 4

52 NIH X Science Class 4

53 NM X Science Class 4

54 RNP X Science Class 4

55 SAH X Science Class 4

56 TK X Science Class 4

(Source: Administration Staff of SMAN 1 Tengaran August 8th 2017)

E. Technique of Collecting Data

1. Questionnaire

Questionnaire is a list of questions provided to others who are

willing to respond (respondents) as requested by the writer. This

questionnaire enables the writer to study the attitudes, conviction,

behavior, and the characteristic of the respondents. The writer used

questionnaire based from The Myers Briggs Type Indicator, MBTI

(Briggs Myers, et al., 1998). It was made based on Carl Jung’s theory

about personality (Marefat, 2006:116). In order to test the extravert and

introvert personality from the students, the writer only took some of the

questionnaire which are correlated with extraversion and introversion.

The questionnaire is divided into two tables. The first table with

extraversion questions is used to know the extraversion personality from

25

each students and the second table with introversion questions is used to

know the introversion personality. Each question has 1 until 5 scoring

scale. The higher scale selected by the students means higher score on

personality corresponding the table from the questionnaire.

2. Test

Test is a stimulus instrument which is given to a person, which

the purpose to get the answer which is used to decide a score number

(Margono, 2004:170). Test is an instrument to collect the data that gives

response about the question in the instrument, and the students have to

show their ability. The test was held two times for each students, to make

better result in this study.

3. Documentation

Documentation is needed to help the researcher run the research.

According to Arikunto (2006:274), the documentation method is used to

look for the data concerning matters or the variable that took the form of

the note, transcript, book, newspaper, magazine, inscription, notes of a

meeting, agenda, etc. The writer used the documents related to the object

of research such as school profile information, students’ name list, voice

recording and also videos from the students’ speaking test.

26

F. Research Instruments

Research instruments used to collect the data. The writer used written

and spoken test as the instrument for this research.

1. Questionnaire

The extraversion and introversion questionnaires were given in English

with the translations to make it easier for the students to understand. The

writer developed the questionnaire by using Likert-Type Scale (Warmbrod,

2014:31). The answer were divided into 5 categories, higher score means

higher agreement: 5 (strongly agree), 4 (agree), 3 (neither disagree nor

agree), 2 (disagree), 1 (strongly disagree). The writer can understand about

each student’s personality by using this questionnaire, whether they are

extravert or introvert. Here is the content of the questionnaire:

Table 3.3

Extravert Personality Questionnaire

No. Extraversion Statements

Your Score (higher

score mean higher

agreement)

1 2 3 4 5

1

At a party do you interact with many, including strangers?

(Pada saat acara pesta apakah kamu berinteraksi dengan

banyak orang, termasuk orang yang tidak dikenal?)

27

2

At parties do you stay late, with increasing energy? (Pada

saat acara pesta apakah kamu begadang, merasa energimu

bertambah?)

3

In your social groups do you keep abreast of other’s

happenings? (Dalam grup sosialmu apakah kamu selalu

mengikuti kejadian yang terjadi pada orang lain?)

4

In phoning do you rarely question that it will all be said?

(Pada saat menelpon apakah kamu jarang bertanya-tanya

apa yang akan dikatakan?)

5

In company (school) do you initiate conversation? (Dalam

perusahaan (sekolah) apakah kamu berinisiatif memulai

percakapan?)

6

Does new and non-routine interaction with others stimulate

and energize you? (Apakah interaksi yang baru dan tidak

biasanya dengan orang lain menstimulasi dan memberimu

energy?)

7

Do you prefer many friends with brief contact? (Apakah

kamu lebih suka banyak teman dengan interaksi yang

singkat?)

8

Do you speak easily and at length with strangers? (Apakah

kamu berbicara dengan mudah dan lama dengan orang

asing?)

9

When the phone rings do you hasten to get to it first?

(Ketika ada telpon apakah kamu ragu untuk menjawab

terlebih dahulu?)

28

10 Are you more inclined to be easy to approach? (Apakah

kamu cenderung mudah untuk didekati?)

TOTAL SCORE

(Source: “MBTI Personality Test”, issued by Dartmouth Hitchcock Medical Center)

Table 3.4

Introvert Personality Questionnaire

No. Introversion Statements

Your Score (higher

score mean higher

agreement)

1 2 3 4 5

1

At a party do you interact with a few, known to you? (Pada

saat acara pesta apakah kamu berinteraksi dengan sedikit

orang, hanya orang yang kamu kenal?)

2

At parties do you leave early with decreased energy? (Pada

saat acara pesta apakah kamu pulang lebih dulu dan merasa

energimu berkurang?)

3

In your social groups do you get behind on the news?

(Dalam grup sosialmu apakah kamu mengamati kejadian

yang terjadi dari belakang?)

4

In phoning do you rehearse what you’ll say? (Pada saat

menelpon apakah kamu berlatih dalam apa hal yang akan

kamu katakan?)

29

(Source: “MBTI Personality Test”, issued by Dartmouth Hitchcock Medical Center)

Note:

1 : Strongly agree

2 : Agree

3 : Neither agree nor disagree

4 : Agree

5 : Strongly disagree

5

In company (school) do you wait to be approached? (Dalam

perusahaan (sekolah) apakah kamu menunggu untuk

didekati?)

6

Does new and non-routine interaction with others tax your

reserves? (Apakah interaksi yang baru dan tidak biasanya

dengan orang lain membebani cadangan energimu?)

7

Do you prefer a few friends with more lengthy contact?

(Apakah kamu lebih suka sedikit teman tetapi dengan

interaksi yang lebih lama?)

8 Do you find little to say to strangers? (Apakah kamu

berbicara sedikit saja dengan orang asing?)

9

When the phone rings do you hope someone else will

answer? (Ketika ada telpon apakah kamu berharap orang

lain akan menjawab?)

10 Are you more inclined to be somewhat reserved? (Apakah

kamu cenderung bersikap diam?)

TOTAL SCORE

30

2. Speaking Test

The speaking test was held two times for each student, in order to make

better result in measuring students’ speaking mastery. The scoring was based

on speaking test rubrics from Brown (2004:171-173). In this research the

writer only used some categories of speaking rubric from Brown. The reason

was to make appropriate scoring with speaking test and also students’ average

speaking mastery.

The first test was Picture-Cued Task based on speaking assessment in

Brown (2004:151). Picture-Cued Task can be stimulus in speaking that

requires a description from the test taker. The writer was taken continuously 5

students that became participant from the class to the test place. Then, the test

administrator gave a picture to be described, with 30 seconds to prepare.

After that, the test taker was given time 3 minutes to describe about that

picture. The participants were scored by their grammar, vocabulary, fluency

and pronounciation. Here are the speaking score rubric for this test:

Table 3.5

Speaking Score Rubric from the First Test

ASPECT SCORE DESCRIPTION

Grammar

5 Equivalent to that of an educated native

speaker

4

Able to use the language accurately on all

levels normally pertinent to professional

needs. Errors in grammar are quite rare.

31

3

Control of grammar is good. Able to speak

the language with sufficient structural

accuracy to participate effectively in most

formal and informal conversations on

practical, social, and professional topics

2

Can usually handle elementary constructions

quite accurately but does not have thorough

or confident control of the grammar

1

Errors in grammar are frequent, but speaker

can be understood by a native speaker used

to dealing with foreigners

Vocabula-

ry

5

Speech on all levels is fully accepted by

educated native speakers in all its features

including breadth of vocabulary and idioms,

colloquialisms, and pertinent cultural

references

4

Can understand and participate in any

conversation within the range of his

experience with a high degree of precision of

vocabulary

3

Able to speak the language with sufficient

vocabulary to participate effectively in most

formal and informal conversations on

practical, social, and professional topics.

Vocabulary is broad enough that he rarely

has to grope for a word

2

Has speaking vocabulary sufficient to

express himself simply with some

circumlocutions

32

1 Speaking vocabulary inadequate to express

anything but the most elementary needs

Fluency

5

His complete fluency in the language such

that his speech is fully accepted by educated

native speakers

4

Able to use the language fluently on all

levels normally pertinent to professional

needs. Can participate in any conversation

within the range of this experience with a

high degree of fluency

3

Can discuss particular interests of

competence with reasonable ease. Rarely has

to grope for words

2

Can handle with confidence but not with

facility most social situations, including

introductions and casual conversations about

current events, as well as work, family, and

autobiographical information

1

No specific fluency description. Refer to

other four language areas for implied level of

fluency

Pronounc-

iation

5 Equivalent to and fully accepted by educated

native speakers

4 Errors in pronunciation are quite rare

3

Errors never interfere with understanding

and rarely disturb the native speaker. Accent

may be obviously foreign

2 Accent is intelligible though often quite

faulty

33

The second test was Read-Aloud Task (Brown, 2004:147-148). The

participant was given a passage about descriptive text. According to

Hartmann and Blass (1999:63), descriptive paragraph is a text which says

what a person, animal or a thing is like. Its purpose is to describe and reveal a

particular person, place, or thing. The students then got time limit to speak for

2 minutes. The participants were scored by their fluency and pronounciation.

Here are the speaking score rubric for this test:

Table 3.6

Speaking Score Rubric from the Second Test

1

Errors in pronunciation are frequent but can

be understood by a native speaker used to

dealing with foreigners attempting to speak

his language

ASPECT SCORE DESCRIPTION

Fluency

5

His complete fluency in the language such that

his speech is fully accepted by educated native

speakers

4

Able to use the language fluently on all levels

normally pertinent to professional needs. Can

participate in any conversation within the range

of this experience with a high degree of fluency

3

Can discuss particular interests of competence

with reasonable ease. Rarely has to grope for

words

34

G. Technique of the Data Analysis

To calculate data obtained, the writer was used statistical software, SPSS

16.0 windows program. This program provides a convenient way of analyzing

and interpreting data results. According to Winarno (2010) as quoted by

Rahmawati (2015:51), said that “SPSS is one of many statistics software that

had been known in the wide area of its use.” The writer used SPSS 16.0

windows program to explain about descriptive statistics, reliability test, validity

test and also correlation from all of the variables.

2

Can handle with confidence but not with

facility most social situations, including

introductions and casual conversations about

current events, as well as work, family, and

autobiographical information

1 No specific fluency description. Refer to other

four language areas for implied level of fluency

Pronounciat-

ion

5 Equivalent to and fully accepted by educated

native speakers

4 Errors in pronunciation are quite rare

3

Errors never interfere with understanding and

rarely disturb the native speaker. Accent may

be obviously foreign

2 Accent is intelligible though often quite faulty

1

Errors in pronunciation are frequent but can be

understood by a native speaker used to dealing

with foreigners attempting to speak his

language

35

The writer used Pearson Product Moment Formula Process in this

program to calculate the correlation from all of the variables. the formulaw are

as follows:

1. Correlation between X1 (extravert personality) and Y (speaking mastery

𝑟 = nX1Y − (X1)(Y)

√{nX12 − (X1)2}{nY2 − (Y)2}

2. Correlation between X2 (introvert personality) and Y (speaking mastery

𝑟 = nX2Y − (X2)(Y)

√{nX22 − (X2)2}{nY2 − (Y)2}

3. Correlation between X1 (extravert personality) and X2 (introvert

personality)

𝑟 = nX1x2 − (X1)(X2)

√{nX2 − (X)2}{n2Y2 − (Y)2}

Notes:

r : Product moment correlation coefficient of variable X and Y

n : the number of samples

X1 : The sum of extravert personality score

X2 : The sum of introvert personality score

Y : the sum of speaking test score

36

CHAPTER IV

DATA ANALYSIS

A. Hypothesis

Hypothesis is a predicated answer of research problem with data (Arikunto,

2006:102). In this research, the writer investigated three variables namely:

1. Independent variable (X1), that is the extravert personality;

2. Independent variable (X2), that is the introvert personality;

3. Dependent variable (Y), that is students’ speaking mastery.

Based on the description above, the researcher has two hypotheses in this

research as follow:

1. Ha (alternative hypothesis): there is correlation between students’ extravert and

introvert personality towards speaking mastery.

2. Ho (statistical/null hypothesis): there is no correlation between students’

extravert and introvert personality towards speaking mastery.

B. Validity and Reliability Test

1. Extravert Personality Questionnaire Items

Validity is a measurement to show that the questionnaire is valid to the

research. The validity test was analyzed using SPSS 16.0 windows program.

37

In this step, the writer gave the questionnaires to 56 samples which had been

selected. The data were analyzed considering the r table (n= 48, {α1% =0, 368 }

{α5% = 0, 284}) the samples were tenth grade students of SMAN 1 Tengaran

who majoring in science.

Table 4.1

Validity Test of Extravert Personality Questionnaire

Question Corrected Item-Total Correlation Validity

1 0.538 Valid

2 0.398 Valid

3 0.306 Valid

4 0.264 Valid

5 0.377 Valid

6 0.337 Valid

7 0.324 Valid

8 0.524 Valid

9 0.454 Valid

10 0.504 Valid

According to the validity test above, the writer found that all of the

questions were valid. It is because of the r-calculation ≥ r-table ( r-table =

0,2568), so it can be concluded that all of the questions are valid.

38

Table 4.2

Reliability Test of Extravert Personality Questionnaire

Cronbach's

Alpha

N of

Items

0.735 10

According to the reliability test above, the writer found that all of the

questions in this questionnaire were reliable. It is because of the r-calculation ≥

r-table ( r-table = 0,2568).

2. Introvert Personality Questionnaire Items

Table 4.3

Validity Test of Introvert Personality Questionnaire

Question Corrected Item-Total Correlation Validity

1 0.719 Valid

2 0.824 Valid

3 0.474 Valid

4 0.759 Valid

5 0.217 Valid

6 0.380 Valid

7 0.548 Valid

8 0.032 Valid

9 0.394 Valid

10 0.719 Valid

39

According to the validity test above, the writer found that all of the

questions were valid. It is because of the r-calculation ≥ r-table ( r-table =

0,2568), so it can be concluded that all of the questions are valid.

Table 4.4

Reliability Test of Introvert Personality Questionnaire

Cronbach's

Alpha

N of

Items

0.811 10

According to the reliability test above, the writer found that all of the

questions in this questionnaire were reliable. It is because of the r-calculation ≥

r-table ( r-table = 0,2568).

3. Speaking Test Items

Table 4.5

Validity Test of Speaking Test Items

Scoring Item Corrected Item-Total

Correlation

Validity

Vocabulary (1st Test)

.738 Valid

Grammar (1st Test) .702

Valid

Fluency (1st Test) .749

Valid

Pronounciation (1st Test) .667

Valid

Fluency (2nd Test) .607

Valid

Pronounciation (2nd Test) .541

Valid

40

According to the validity test above, the writer found that all of the

scoring items were valid. It is because of the r-calculation ≥ r-table ( r-table =

0,2568), so it can be concluded that all of the questions are valid.

Table 4.6

Reliability Test of Speaking Test Items

Cronbach's

Alpha

N of

Items

.868 6

According to the reliability test above, the writer found that all of the

scoring items in the test were reliable. It is because of the r-calculation ≥ r-table

( r-table = 0,2568).

C. Data Description of Research Findings

In this research, the writer used 3 variables. The first variable was reading

extravert personality (X1), the second variable was introvert personality (X2) and

the third was speaking mastery (Y). The data description of each variable was

presented in the form of minimum and maximum score, total score, average score,

median and mode.

1. Data of Students‘ Extravert Personality Score

Students’ extravert personality was tested by using questionnaire based

from The Myers Briggs Type Indicator, MBTI (Briggs Myers, et al., 1998). The

41

questionnaire consists of 10 statements with 5 choices for each statement. The

total score range starts from 0 until 50. The data score is in the table:

Table 4.7

Descriptive Statistics of Students’ Extravert Personality

After analyzing students’ extravert personality data, it is known that the

highest score is 44, the lowest score is 22 and the total score from 56 students is

1929. Based on the data analysis, the average score of students’ extraversion

personality is 34.446, the medium score or mean (Me) is 34 and the most

frequency (Mo) is 34.

Based on the data, the writer made some qualifications for students’

extravert personality, as follow:

Table 4.8

Students’ Extravert Personality Qualification

Very

High High Fair Low

Very

Low

4 42 10 0 0

Variable N Max Min Me Average Mo Total Score

Extravert

Personality

(X1)

56 44 22 34 34.446 34 1929

42

Scale:

41 - 50 : Very High

31 - 40 : High

21 - 30 : Fair

11 - 20 : Low

1 - 10 : Very Low

From the calculation result, there are some qualifications for students’

extravert personality. There were 4 students with very high score, 42 students

got high score and 10 students with fair score. The writer calculated the average

score of students’ extravert personality was 34.446, it means that most students

have high score in extravert personality.

Based on the result, the writer calculated the percentage of students’

extravert personality, those results were:

a. there were 4 students with very high extravert personality score, the

percentage is below:

P =4

56 × 100% = 7.14%

b. there were 42 students with high extravert personality score, the percentage is

below:

43

P =42

56 × 100% = 75%

c. there were 10 students with fair extravert personality score, the percentage is

below:

P =10

56 × 100% = 17.85%

2. Data of Students’ Introvert Personality Score

Students’ Introvert personality was also tested by using questionnaire

based from The Myers Briggs Type Indicator, MBTI (Briggs Myers, et al.,

1998). The questionnaire consists of 10 statements with 5 choices for each

statement. The total score range starts from 0 until 50. The data score is in the

table:

Table 4.9

Descriptive Statistics of Students’ Introvert Personality

After analyzing students’ introvert personality data, it is known that the

highest score is 37, the lowest score is 18 and the total score from ten students is

1410. Based on the data analysis, the average score of students’ introvert

personality is 25.179, the medium score or mean (Me) is 24 and the most

frequency (Mo) is 23.

Variable N Max Min Me Average Mo Total Score

Introversion

(X2) 56 37 18 24 25.179 23 1410

44

Table 4.10

Students’ Introvert Personality Qualification

Very

High

High Fair Low

Very

Low

0 10 35 11 0

Scale :

41 - 50 : Very high

31 - 40 : High

21 - 30 : Fair

11 - 20 : Low

1 - 10 : Very low

From the calculation result, there are some qualifications for students’

introversion personality. There were 10 students with good score, 35 students

with fair score and 11 students with low score. The writer calculated the average

score of students’ introvert personality was 25.179, it means that most students

have good introvert personality.

Based on the result, the writer calculated the percentage of students’ introvert

personality, those results were:

45

a. there were 10 students with high introvert personality score, the percentage is

below:

P =10

56 × 100% = 17.86%

b. there were 42 students with fair introvert personality score, the percentage is

below:

P =35

56 × 100% = 62.5%

c. there were 10 students with low introversion personality score, the percentage

is below:

P =11

56 × 100% = 19.64%

3. The Total of Extravert and Introvert Students

Based on the data result from the questionnaire, the writer would like to

identify the students’ personality. The Myers Briggs Type Indicator, MBTI

(Briggs Myers, et al., 1998) divide someone’s personality into extravert and

introvert. This classification is based on the result of the questionnaire. People

who score higher in extraversion than introversion considered as extravert.

Conversely, people with higher score in introversion than extraversion

considered as introvert. The students personality based on the data were as

follow:

46

Table 4.11

Students’ Personality

Students’ Code Extraversion

Score

Introversion

Score Personality

1 37 23 Extravert

2 40 20 Extravert

3 38 22 Extravert

4 30 32 Introvert

5 37 23 Extravert

6 39 21 Extravert

7 32 27 Extravert

8 37 20 Extravert

9 41 20 Extravert

10 34 23 Extravert

11 25 32 Introvert

12 34 24 Extravert

13 44 18 Extravert

14 32 28 Extravert

15 37 19 Extravert

16 31 29 Extravert

17 37 23 Extravert

18 34 24 Extravert

19 31 31 Extravert

20 43 19 Extravert

21 39 21 Extravert

22 26 33 Introvert

23 27 32 Introvert

24 34 26 Extravert

47

25 40 18 Extravert

26 35 25 Extravert

27 32 28 Extravert

28 27 36 Introvert

29 34 27 Extravert

30 34 24 Extravert

31 34 26 Extravert

32 32 28 Extravert

33 44 19 Extravert

34 36 22 Extravert

35 30 28 Extravert

36 39 21 Extravert

37 38 20 Extravert

38 31 29 Extravert

39 22 37 Introvert

40 33 26 Extravert

41 37 24 Extravert

42 36 25 Extravert

43 32 29 Extravert

44 38 20 Extravert

45 40 19 Extravert

46 34 22 Extravert

47 38 20 Extravert

48 37 23 Extravert

49 25 36 Introvert

50 32 31 Extravert

51 28 30 Introvert

52 35 23 Extravert

53 36 22 Extravert

48

Based on the data above, the writer calculated the percentage of extravert

and introvert students from all of the samples, those results were:

a. there were 47 students with extravert personality, the percentage is below:

P =47

56 × 100% = 83.93%

b. there were 9 students with introvert personality, the percentage is below:

P =35

56 × 100% = 16.7%

4. Data of Students’ Speaking Score

The data result of speaking mastery below was come from two tests.

First, is Picture-Cued Task and Read-Aloud Task from Brown (2004:147-151).

Here are the total results from students’ speaking test:

Table 4.12

Speaking Score from all of the Samples

Students' Code Speaking Score

1 24

2 21

3 26

4 19

5 24

54 30 31 Introvert

55 34 27 Extravert

56 37 24 Extravert

49

6 19

7 18

8 20

9 28

10 21

11 17

12 21

13 29

14 21

15 21

16 27

17 23

18 20

19 23

20 28

21 27

22 17

23 26

24 18

25 27

26 22

27 23

28 18

29 23

30 21

31 20

32 20

33 28

34 20

35 22

36 26

37 21

38 19

39 16

50

40 19

41 23

42 22

43 19

44 25

45 27

46 19

47 22

48 22

49 17

50 21

51 24

52 21

53 22

54 28

55 21

56 19

Table 4.13

Descriptive Statistics of Students’ Speaking Score

After analyzing students’ speaking score, it is known that the highest

score is 29, the lowest score is 16 and the total score from ten students is 1235.

Based on the data analysis, the average score of students’ extraversion

personality is 25.05, the medium score or mean (Me) is 21 and the most

frequency (Mo) is 21.

Variable N Max Min Me Average Mo Total Score

Speaking

mastery (Y) 56 29 16 21 25.05 21 1235

51

Table 4.14

Students’ Speaking Mastery Qualifications

Very

Good

Good Fair Poor

Very

Poor

13 36 7 11 0

Scale:

25 - 30 : Very good

19 - 24 : Good

13 – 18 : Fair

7 - 12 : Poor

1 - 6 : Very Poor

From the calculation result, there are some qualifications for students’

speaking mastery. There were 13 students with good score, 36 students with fair

score and 7 students with poor score. The writer calculated the average score of

students’ speaking score was 22.05, it means that most students have good

speaking mastery.

Based on the data result, the writer calculated the percentage of students’

introversion personality, those result were:

52

a. there were 13 students with very good speaking score, the percentage is

below:

P =13

56 × 100% = 23.21%

b. there were 36 students with good speaking score, the percentage is below:

P =36

56 × 100% = 64.29%

c. there were 7 students with fair speaking score, the percentage is below:

P =7

56 × 100% = 12.5%

D. Correlation Analysis

After collecting all of the data needed, the next is analyzing the data. The data

were collected from total of 56 samples, The samples were the tenth grade students

of science class 1, 2, 3, and 4 in SMAN 1 Tengaran in the academic year of

2017/2018. In order to analyze the correlation between students’ extravert and

introvert personality towards speaking mastery, the writer used Pearson Product

Moment Formula Process. The data used in this calculation were students’ extravert

personality, students’ introvert personality and students’ speaking mastery. The

correlation calculation was using SPSS 16.0 windows program. The following is the

result of data processing:

53

Table 4.15

Correlation Analysis Result

Notes:

Pearson correlation : the score of coefficient between variables

Sig. (2-tailed) : the significance test of coefficient correlation

N : the number of sample

The result of calculation above showed that students’ extravert and introvert

personality had significant relationship with students’ speaking mastery. As shown in

the table above, with total of 56 samples and significance level of 1%, r-count from

students with extravert personality is 0.589. This is higher than r-table 0.2586. It

X1 X2 Y

X1 (Extravert

Personality)

Pearson

Correlation 1 -.940** .589**

Sig. (2-tailed) .000 .000

N 56 56 56

X2 (Introvert

Personality)

Pearson

Correlation -.940** 1 -.492**

Sig. (2-tailed) .000 .000

N 56 56 56

Y (Speaking

Mastery)

Pearson

Correlation .589** -.492** 1

Sig. (2-tailed) .000 .000

N 56 56 56

**. Correlation is significant at the 0.01 level (2-tailed).

54

means that extravert personality had significant correlation with students’ speaking

mastery. Conversely, speaking score calculation from introvert students is -.492,

which shown there is not significant correlation with students’ speaking mastery.

However, students extravert personality and introvert personality shown that there is

no significant correlation between them, with correlation score of -0.940. According

to Evans (1996), the level of significant can be divided into some level to describe

the strength of the correlation. It can be seen in the following table:

Table 4.16

Level of Significance

From the result, the writer can conclude that Ha (alternative hypothesis) is

accepted and Ho (statistical/null hypothesis) is rejected. It can be concluded that

extravert personality had significant correlation with students’ speaking mastery,

with categorization of “moderate correlation”. On the contrary, introvert personality

did not have significant correlation towards students’ speaking mastery. However,

extravert personality and introvert personality did not have significant correlation.

The “r” Value Interpretation

0.00 – 0.19 There is very weak correlation

0.20 – 0.39 There is a weak correlation

0.40 – 0.59 There is a moderate correlation

0.60 – 0.79 There is strong correlation

0.80 – 1.00 There is very strong correlation

55

CHAPTER V

CLOSURE

A. Conclusion

Based on the result and data analysis from the previous chapter, the writer

made conclusions. The three points of conclusions were presented based on the

problems of this research. The first concern was the score of extravert and introvert

personality, the second concern was the score of students’ speaking mastery, and

the last concerns was the correlation between students’ extravert and introvert

personality towards speaking mastery. Based on the result of the study, the writer

concluded:

1. The score of students’ extravert personality test showed a high score result.

Based on the data analysis, the average score is 34.446 from the scale 1-50

which can be categorized as high. The highest score is 44 and the lowest score

is 22. There are 4 students with very high score, 42 students high score and 10

students with fair score from 56 participants. The score of students’ introvert

personality test showed a fair result. Based on the data analysis, the average

score is 25.179 from the scale 1-50 which can be categorized as fair. The

highest score is 37 and the lowest score is 24. There are 10 students with good

score, 35 students with fair score and 11 students with poor score. In total, there

were 47 extravert students and 9 introvert students found in this study.

56

2. The speaking score of the participants in this study showed good result. The

average score from students is 22.054 from the scale 1-30. It can be categorized

as good. The highest score is 29 and the lowest score is 16. There are 13

students with good score, 35 students with fair score and 7 students with poor

score from 56 participants.

3. There was a significant correlation between students’ extravert and introvert

personality towards speaking mastery. The result showed that extravert

personality had significant correlation towards speaking mastery. It can be

categorized that there was moderate correlation between extravert personality

and students’ speaking. It can be described at the level of significance 1%

(0.01), which is 0.589. It proved by r-calculation which was higher than r-table,

which is 0.2568. Conversely, speaking score calculation from introvert students

is -.492, which shown there was not significant correlation with students’

speaking mastery. Meanwhile, students’ extravert personality and introvert

personality shown that there was no significant correlation between them, with

correlation score of -0.940.

B. Suggestion

Based on the above explanations, there are some suggestions about the study of

extravert and introvert personality towards students’ speaking mastery. The

suggestions were given to the reader and all related people in this study

57

1. For the teachers

a. Every student has unique characteristics that are different from each other.

The teacher should know and consider this thing as consideration in learning.

Therefore, teacher should give appropriate strategy so that all students can

learn at their best and improve their knowledge.

b. Extravert and introvert personality is a given thing. The students who get

high score on extraversion, usually will actively participate in all activities in

the class. It is because their sociability and tendency to communicate with each

other better than introvert. For the students who get high score in introversion,

they usually not too active in the class. But, they will active in some activities

which involve less people or activities with their close friend. Based on those

facts, the teachers as a professional educator should arrange activities in

learning considering both personalities.

2. For the next researcher

This research was discussed about the correlation between students’

extravert and introvert personality towards speaking mastery. Personality is

distinctive and different for every person. It would be useful to study about this

area in the future, not just only for English speaking mastery, but also in other

specific area as well.

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APPENDICES

CURRICULUM VITAE

Personal Detail:

Name : Afif Nur Fiqqi. AB

Place and date birth : Sampit, April 16th, 1996

Address : Jl. H. Imbran, No. 90. RT. 030, RT. 004, Kec. Mentawa Baru

Ketapang, Kab. Kotawaringin Timur.

Phone : 085 799 829 273

Educational Background:

1. SD Negeri 6 Ketapang

2. MTs Negeri Sampit

3. MA Negeri Sampit

4. IAIN Salatiga

Salatiga, 28 September 2017

Afif Nur Fiqqi. AB

NIM. 113-13-079

Data Score of Students’ Extravert Personality

Students Code Extraversion Statements Total Extraversion

Score 1 2 3 4 5 6 7 8 9 10

1 4 4 4 5 5 4 2 3 3 3 37

2 5 4 4 4 4 5 3 3 3 5 40

3 4 4 4 4 4 4 3 4 3 4 38

4 4 3 3 3 3 4 3 2 2 3 30

5 4 4 4 4 3 4 3 3 4 4 37

6 5 4 4 4 4 3 4 3 4 4 39

7 4 3 3 4 3 3 2 4 3 3 32

8 4 3 4 2 4 4 4 5 4 3 37

9 5 5 4 4 4 4 4 3 4 4 41

10 4 3 3 3 4 3 3 4 3 4 34

11 3 2 4 2 4 2 1 1 3 3 25

12 3 2 4 5 3 4 3 3 3 4 34

13 5 4 5 4 5 5 3 4 4 5 44

14 3 4 3 4 2 4 4 2 2 4 32

15 4 4 4 3 4 4 3 3 4 4 37

16 5 3 3 3 3 3 2 2 3 4 31

17 4 3 4 4 4 5 3 3 3 4 37

18 3 2 4 3 4 4 4 2 5 3 34

19 4 4 2 3 4 3 3 2 3 3 31

20 5 4 4 5 5 3 4 5 4 4 43

21 5 4 5 4 4 4 3 2 4 4 39

22 3 3 4 4 2 3 1 1 3 2 26

23 3 3 4 2 3 4 1 1 2 4 27

24 4 3 4 4 2 2 3 4 4 4 34

25 5 4 5 4 4 4 3 4 3 4 40

26 5 4 4 3 4 3 3 2 3 4 35

27 4 4 3 3 3 4 3 2 3 3 32

28 4 3 2 2 2 2 3 2 3 4 27

29 5 3 4 3 3 4 3 3 3 3 34

30 4 4 3 5 3 3 3 3 3 3 34

31 3 4 3 4 4 5 3 3 3 2 34

32 3 2 2 5 4 3 5 2 3 3 32

33 4 5 5 5 5 5 3 4 3 5 44

34 4 4 4 3 4 5 3 2 3 4 36

35 3 1 1 5 5 4 3 2 3 3 30

36 5 4 3 3 5 5 3 4 4 3 39

37 4 1 4 5 4 5 3 3 5 4 38

38 3 3 4 2 3 4 4 3 2 3 31

39 2 1 4 2 3 4 1 1 2 2 22

40 3 4 3 5 4 3 2 3 3 3 33

41 3 2 4 5 4 5 3 3 4 4 37

42 5 2 4 4 5 4 3 2 3 4 36

43 3 2 3 4 4 4 4 2 3 3 32

44 4 4 4 3 4 4 4 3 4 4 38

45 5 4 4 5 5 3 4 2 3 5 40

46 3 4 3 4 3 4 3 3 3 4 34

47 5 4 3 4 3 4 4 3 3 5 38

48 4 3 4 2 4 4 4 5 4 3 37

49 3 2 4 2 4 2 2 1 2 3 25

50 3 2 4 3 4 4 4 2 3 3 32

51 4 3 2 2 2 2 3 3 3 4 28

52 3 2 4 5 4 3 5 2 4 3 35

53 4 4 3 3 4 5 4 2 3 4 36

54 3 1 1 5 5 4 3 2 3 3 30

55 3 3 4 4 3 4 4 3 3 3 34

56 4 4 4 3 4 4 3 4 3 4 37

Total Score 217 179 200 204 209 211 174 154 180 201 1929

Data Score of Students’ Introvert Personality

Students Code Introversion Statements

Total Introversion Score 1 2 3 4 5 6 7 8 9 10

1 1 3 1 2 2 3 2 4 3 2 23

2 1 2 2 1 3 1 3 1 3 1 18

3 1 3 1 2 3 1 3 2 3 3 22

4 2 4 3 2 5 2 3 3 3 4 31

5 1 3 3 1 3 1 2 1 3 2 20

6 1 2 2 1 3 1 3 4 2 2 21

7 2 4 3 2 3 2 3 3 2 3 27

8 1 3 1 2 2 1 2 2 3 3 20

9 2 2 1 1 3 1 2 4 3 1 20

10 1 3 2 2 2 2 3 3 3 3 24

11 3 5 3 4 4 2 3 3 5 4 36

12 1 3 3 2 3 2 3 3 3 3 26

13 1 2 1 1 3 2 2 2 3 1 18

14 3 4 2 2 4 2 3 2 2 4 28

15 1 3 1 2 2 1 2 2 3 2 19

16 2 4 2 2 4 2 3 3 3 3 28

17 1 3 1 2 3 1 3 2 2 2 20

18 1 3 3 2 4 2 3 3 3 3 27

19 2 4 3 2 2 2 4 3 3 4 29

20 2 2 2 1 3 1 2 2 3 1 19

21 1 3 1 2 3 1 3 2 3 2 21

22 3 4 3 3 2 2 4 3 4 5 33

23 2 4 3 3 2 2 4 3 4 5 32

24 1 4 3 2 2 2 3 2 2 3 24

25 1 2 1 1 2 1 3 4 3 1 19

26 1 3 2 2 1 2 3 3 3 3 23

27 2 4 2 2 3 2 4 3 3 3 28

28 3 5 3 4 4 2 4 3 4 4 36

29 3 4 3 2 2 2 3 3 3 4 29

30 1 3 2 2 3 2 3 3 3 4 26

31 1 3 3 2 2 1 2 3 3 3 23

32 1 3 3 2 2 1 3 2 2 3 22

33 1 2 1 1 3 1 2 4 3 1 19

34 1 3 3 2 3 1 2 4 3 3 25

35 2 4 3 3 5 2 3 3 3 4 32

36 1 2 1 1 3 1 3 4 3 2 21

37 1 3 2 1 1 3 2 4 3 3 23

38 2 4 3 2 4 2 4 3 3 4 31

39 3 4 3 4 5 2 3 3 5 5 37

40 1 3 2 2 2 2 3 3 3 3 24

41 1 3 3 2 1 3 3 4 2 2 24

42 1 3 3 2 1 3 2 2 3 3 23

43 2 4 2 3 4 2 3 3 3 3 29

44 1 3 1 2 3 1 2 1 3 3 20

45 1 2 3 2 2 1 3 2 3 1 20

46 3 3 2 2 3 2 3 3 2 4 27

47 1 3 1 2 3 1 2 4 3 3 23

48 1 3 2 2 1 3 2 4 3 3 24

49 3 5 3 3 2 2 3 3 4 4 32

50 3 4 2 2 4 2 4 3 3 4 31

51 2 4 2 3 2 2 4 3 3 5 30

52 1 3 2 2 1 1 2 4 3 3 22

53 1 3 3 2 2 2 3 4 2 3 25

54 2 4 2 2 2 2 4 3 3 4 28

55 2 4 3 2 4 1 3 2 2 3 26

56 1 3 2 2 3 1 2 2 3 3 22

Total Score 88 183 123 114 153 95 160 161 166 167 1410

Data of Extravert and Introvert Students

Students’

Code Extraversion Score Introversion Score Personality

1 37 23 Extravert

2 40 20 Extravert

3 38 22 Extravert

4 30 32 Introvert

5 37 23 Extravert

6 39 21 Extravert

7 32 27 Extravert

8 37 20 Extravert

9 41 20 Extravert

10 34 23 Extravert

11 25 32 Introvert

12 34 24 Extravert

13 44 18 Extravert

14 32 28 Extravert

15 37 19 Extravert

16 31 29 Extravert

17 37 23 Extravert

18 34 24 Extravert

19 31 31 Extravert

20 43 19 Extravert

21 39 21 Extravert

22 26 33 Introvert

23 27 32 Introvert

24 34 26 Extravert

25 40 18 Extravert

26 35 25 Extravert

27 32 28 Extravert

28 27 36 Introvert

29 34 27 Extravert

30 34 24 Extravert

31 34 26 Extravert

32 32 28 Extravert

33 44 19 Extravert

34 36 22 Extravert

35 30 28 Extravert

36 39 21 Extravert

37 38 20 Extravert

38 31 29 Extravert

39 22 37 Introvert

40 33 26 Extravert

41 37 24 Extravert

42 36 25 Extravert

43 32 29 Extravert

44 38 20 Extravert

45 40 19 Extravert

46 34 22 Extravert

47 38 20 Extravert

48 37 23 Extravert

49 25 36 Introvert

50 32 31 Extravert

51 28 30 Introvert

52 35 23 Extravert

53 36 22 Extravert

54 30 31 Introvert

55 34 27 Extravert

56 37 24 Extravert

Data of Students’ Speaking Score

Students’

Code

Test 1 Test 2 Total

Score Vocabu-

Lary

Gramm-

ar

Pronou-

nciation Fluency

Pronou-

nciation Fluency

1 4 3 4 4 4 5 24

2 4 3 3 3 4 4 21

3 4 4 4 4 5 5 26

4 4 3 3 3 3 3 19

5 4 4 3 4 4 5 24

6 3 2 3 3 4 4 19

7 3 3 3 2 3 4 18

8 3 3 3 4 3 4 20

9 5 4 4 5 5 5 28

10 4 4 3 3 3 4 21

11 3 2 3 2 3 4 17

12 3 3 4 3 4 4 21

13 5 4 5 5 5 5 29

14 3 4 4 3 3 4 21

15 4 3 3 3 4 4 21

16 4 4 3 3 3 4 21

17 4 5 4 4 2 3 22

18 3 3 3 3 4 4 20

19 4 3 4 4 4 4 23

20 5 4 4 5 5 5 28

21 5 4 4 5 4 5 27

22 3 3 3 3 2 3 17

23 4 4 5 4 4 5 26

24 3 3 3 3 3 3 18

25 5 4 5 4 4 5 27

26 4 3 4 3 4 4 22

27 4 3 4 4 4 4 23

28 3 3 2 3 3 4 18

29 4 5 4 3 4 3 23

30 4 3 3 3 4 4 21

31 3 3 3 3 4 4 20

32 4 3 3 3 3 4 20

33 5 4 5 4 5 5 28

34 3 3 4 3 3 4 20

35 4 3 4 4 3 4 22

36 5 4 4 4 4 5 26

37 4 3 3 3 4 4 21

38 3 3 3 3 3 4 19

39 3 3 2 2 3 3 16

40 3 3 3 3 3 4 19

41 3 4 4 3 4 5 23

42 4 3 4 3 4 4 22

43 3 3 3 3 3 4 19

44 4 4 4 4 4 5 25

45 5 4 4 4 5 5 27

46 3 3 3 3 3 4 19

47 4 3 4 3 4 4 22

48 4 3 3 4 4 4 22

49 3 2 3 3 3 3 17

50 4 3 3 3 4 4 21

51 4 4 4 4 4 4 24

52 4 3 3 3 4 4 21

53 3 4 3 3 4 5 22

54 5 4 5 5 4 5 28

55 4 3 3 3 4 4 21

56 4 3 3 3 3 3 19

Documentation from the Research

1. Giving Questionnaire

2. Speaking Test

3. Students and Researcher

4. Researcher and Official Staffs of SMAN 1 Tengaran

First Speaking Test Instrument (Picture-Cued Task)

Second Speaking Test Instrument (Read-Aloud Task)

1. My Persian Cat

If you want to pet an animal, I suggest you to pet a Persian cat. Persian cats are the

most beautiful cats, I think. And from all Persian cats, Georgy, is the cutest and the

sweetest. Georgy is my beautiful Persian cat. Georgy has a large round head, a short

nose, big eyes, full cheeks, and small ears with rounded tips. He has short legs and a

short tail. He is so fat with a long, thick, shiny golden coat with a fine texture. He is so

cute. He likes to sit beside me when I watch TV. He likes to enjoy TV commercials,

especially cat food commercials. Playing a game on my tablet is another hobby of his.

He likes to play Tetris on my gadget. He always pads it with his paws like he wants to

win the game.

2. Paris

Paris is the capital city of France. It is one of the most beautiful cities in the world. It

is also one of the world's most crowded cities. By the 17th century, Paris was one of

Europe's major centres of finance, commerce, fashion, science, and the arts, and it

retains that position still today. Lovely gardens and parks are found throughout Paris. At

night, many palaces and statues are lit up. For this reason, Paris is often called the City

of Light. Every year, millions of people visit Paris. The most popular place to visit is

the Eiffel Tower. This huge structure has become the symbol of Paris. The Louvre, one

of the world's largest art museums, draws many visitors each year.

3. Bali

It is the most famous island in Indonesia. It is an awesome place which holds

spectacular combination of natural beauty and cultural landscape. Its Beauty blends in

harmony with warm and friendly people. Here the culture continues to be preserved

from generation to generation. This island is called Bali. Bali is well known by many

names; the island of gods, thousand-temples island, and the island of paradise. People

call Bali ‘the island of paradise’ is not without reasons. Bali has outstanding natural

beauty like a volcano that looks close and big; endless green paddy fields which give a

sense of peace and tranquility; as well as the grains of Balinese beach sand and the

beauty of the sea which are so mesmerizing.

4. Niagara Falls

Niagara waterfall is the most popular waterfall in the world. It is one of the most

beautiful natural wonders of North America. Tough it is not too high; Niagara waterfall

is very wide and able to produce more than 6 millions cubic water per minute. It is

considered as the most powerful waterfall in North America. Niagara waterfall is on

Niagara River which is part of the border between Canada and the United States. It is

located about halfway between Lake Erie and Lake Ontario. Niagara waterfall has two

waterfalls. The Horseshoe Fall belongs to Ontario, Canada and the American Fall

belongs to New York, United States of America.

5. Tabuhan Cave

If you go to Pacitan-East Java, I recommend you to visit Tabuhan Cave. Tabuhan

Cave is located in a lime hill called Tapan, in Tabuhan, Wareng village, Pacitan-West

Java. The route is easy. Along the road there is beautiful tropical scenery to enjoy rice

fields, coconut plants and birds. In there, you will be offered extraordinary experiences

from its uniqueness place, its beautiful scenery and its historical site. In the cave, the

visitors will be welcomed with gamelan music that is like embrace them to dace. The

gamelan music is produced by the local gamelan musicians and the cave itself. It is why

the cave is called Tabuhan Cave. What makes this unique is that they mix gamelan with

the sounds of nature.

6. Panda

Pandas are bear-like animal which originally live in center and western part of

China. Pandas have distinguish features that make them different other species of bear.

Pandas have white thick fur which covers all of their body with black eyes patches,

ears, nose, legs, shoulders, and arms. Those black marks make Pandas unique and

different. However, pandas’ diet is totally different with other species of bear; in which

they prefer bamboos than others. 90% of pandas’ diet consists of bamboos. That is why

pandas have adapted their body to help them in eating bamboos. Pandas have a big jaw

with tough muscles and strong molars to crush bamboos so they can extract the

nutrients they need.

7. Wakatobi

Wakatobi is the name of an archipelago and regency in Sulawesi Tenggara,

Indonesia. The name of Wakatobi is derived from the names of the main islands in the

archipelago. There are many reasons why I call Wakatobi as the best diving sites ever.

First, the reefs in Wakatobi diving are unlike others in the region because of the dry

climate and uplifted limestone. This means Wakatobi is an exceptionally clean

environment due to the lack of soil erosion. Second, being a national park, fishing is

strictly limited and the reefs of Wakatobi are protected. Third, Wakatobi is located at

the world’s coral reef triangle center with its various fish species and coral reef species.

8. Lembah Pelangi Waterfall

Lembah Pelangi Waterfall sounds unfamiliar for either local or foreign tourists.

Lembah Pelangi Waterfall is located in Sukamaju village, Ulubelu sub district,

Tanggamus district, Lampung province, Indonesia. The access to this place is quite

difficult because Ulu Belu sub district is a remote area in Lampung with its hilly

contours which make this tourist spot elusive. Lembah Pelangi Waterfall has two levels

where the waterfall on the second level has two branches. The height of the first level

waterfall is about 100 meters, while the second level waterfall is about dozens of

meters. The best enchantment of this waterfall is the rainbow which appears between

the valley and the waterfall as the name suggests.

9. Maudy Ayunda

Maudy Ayunda is my favorite artist. My friends also like her so much. She is very

beautiful and smart. She also has great personality. She makes me fall in love with her

since first I saw her at TV. My first time see her is when she promote a beauty product

on a TV’s advertisement. Since then, she play movies and also become a singer. Her

voice is also wonderful. I like the songs since the first time I heard it. Her songs are

catchy and easy listening. Maudy is also an artist that cares about her education. I hear

now she is studying at Oxford University, one of the best university located in United

Kingdom. I hope she will make new movies and release new songs soon.

10. Taylor Swift

Taylor Swift is a popular country singer in the world. She is also my inspiration and

role model. Taylor Swift loves to sing since childhood. Her first song is “Lucky You”

which she wrote while still sitting in school. Taylor Swift likes to sing while playing the

guitar. Her appearance and performance is simple but charming. On concert, she usually

using a short dress and carrying a guitar. She always sings with relaxing and soulful.

Taylor Swift is very beautiful. She is tall and her eyes are blue. Taylor Swift won many

award such as Album of the Year for “Fearless”, as well as Best Female Country Vocal

Performance and Best Country Song for “White Horse”.